ABSTRACT:
This study aimed to identify the school trajectory of students with disabilities enrolled in Youth and Adult Education (called EJA) at High School level. It is a descriptive research with a qualitative approach, which counted on the participation of 10 students from different schools, from the state network in the hinterland of the state of São Paulo, Brazil. Among the results, we can observe the moving from one school to another throughout the schooling process, difficulties reported during the course of the inclusive process, desire to continue with the studies. The school is also seen as a possibility of development for the labor market. We concluded, when analyzing the school trajectories, that EJA is seen as an opportunity for social insertion, either through future professional education or entry into the labor market. However, present challenges were observed for the effectiveness of inclusion in the context of EJA, mainly related to physical and curricular accessibility.
KEYWORDS:
Special Education; Youth and Adult Education; High School